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Minerva - We extend previous research by systematically investigating whether perceptions of scientific authorship vary between domains. Employing regulations for authorship of scientific journals... 相似文献
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Jasmin Riedl 《Government Information Quarterly》2019,36(4):101390
How fast are law-making processes and how often are lawmakers exploiting institutional fast lanes to help speed up legislation? To this day, Political Science has not managed to provide a quantitative answer to these questions. By placing a scientific focus on this gap, the current examination will conceptualise a quantitative measure for legislative pace which is analogous to the tempo of music. This will permit the author to place the (subjective) temporal perception of law-making procedures into the overall context of legislature.A database, which contains machine-readable data extracted and transformed from semi-structured documents, will be highlighted for its ability to measure legislative pace in Germany. As a result, every procedural step within all the adopted federal laws in Germany (between autumn 1990 and autumn 2017), is able to be processed by computers.Finally, the paper employs the aforementioned database and the conceptualised quantification of pace (metronome) to shed light on legislative pace in Germany. Results are presented for the 16th legislative period (2005–2009) of the German Bundestag. Thus, the paper contributes to an ongoing dispute between “acceleration-optimist” and “deliberation-supporters” with respect to their views on the speed of legislation. The paper shows to what extend law-making can accelerate in times of parliamentary truce or in cases of broad consent between the majoritarian actors. However, this does not always imply a diminished (parliamentarian) interest inclusion and control. In general, institutional time-rules and parliamentary practices offer reliable so called “checks and balances” to monitor legislative acceleration. Nevertheless, what seems to be lacking, is a stronger set of rules that control the power of government and the parliamentarian factions' ability to delay law-making procedures. 相似文献
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Reliable access to syntactic information beyond its use in first-pass reading was probed using a task labeled syntactic reading task. This task draws on an orthographic marker for syntactic structure, the capitalization of nouns in German. Subjects read written text strings containing a unit that could be taken as a noun or as a verb. The strings were disambiguated by the unit being capitalized or not. Thus subjects could interpret the text only when taking the capitalization marker into account. Data were collected from 231 German-speaking secondary school students. The results show that even subjects who were capable of reliably using capitalization markers in writing varied considerably in their use of these markers to identify syntactic structure in reading. High-achieving subjects profited more than others in situations where they could tie syntactic information to a prominent capitalization marker. This suggests that focus on syntactic form alone does not guarantee reliable access to syntactic information. 相似文献
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Jasmin Wertz Terrie E. Moffitt Jessica Agnew-Blais Louise Arseneault Daniel W. Belsky David L. Corcoran Renate Houts Timothy Matthews Joseph A. Prinz Leah S. Richmond-Rakerd Karen Sugden Benjamin Williams Avshalom Caspi 《Child development》2020,91(5):1745-1761
This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission. 相似文献
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Interactions between Family Environment and Friendship and Associations with Self-Perceived Well-Being during Early Adolescence 总被引：5，自引：0，他引：5
Cyma Gauze William M. Bukowski Jasmin Aquan-Assee Lorrie K. Sippola 《Child development》1996,67(5):2201-2216
Using a sample of 138 early adolescents and their parents, we examined the hypothesis that family and friendship measures would moderate each other's associations with measures of children's perceptions of their adjustment and well-being. Family environment was assessed by asking parents to complete the Family Adaptability and Cohesion Scale II. A sociometric nomination procedure and the Friendship Quality Scale were completed by the subjects as assessments of reciprocity and quality in their best friendship relations. The Perceived Competence Scale for Children was used to assess children's adjustment. Stronger associations were observed between the family measures and the adjustment measures in children without a close friendship than in children with such a relationship. Also, friendship was more strongly linked to outcome measures for children from low adaptive and low cohesive families than for children in more adaptive and cohesive families. These findings indicate that experiences in the family and friendship domains interact in their associations with children's impressions of their adjustment during early adolescence. 相似文献
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This study examined age-related differences in the effectiveness of two generative learning strategies (GLSs). Twenty-five children aged 9–11 and 25 university students aged 17–29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example-based learning correlated with children’s analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age. 相似文献
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Annika Lena Hondrich Jasmin Decristan Silke Hertel Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2018,21(4):717-734
Formative Assessment (FA) refers to eliciting evidence about students’ understanding and using the information to support learning, e.?g. via individual feedback. There is evidence that FA fosters students’ motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students’ perceived competence, drawing on Deci and Ryan’s self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n?=?17) or to a control group (CG; n?=?11). All teachers then taught two science units in their classrooms (FA: n?=?319 students, CG: n?=?232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students’ perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes. 相似文献
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This research examined the function within lexical access of the main morphemic units from which most Arabic words are assembled, namely roots and word patterns. The present study focused on the derivation of nouns, in particular, whether the lexical representation of Arabic words reflects their morphological structure and whether recognition of a word involves recognition of its morphological constituents. The morphology of Arabic language constitutes two main systems: inflectional morphology and derivational morphology. Inflectional morphology is used to express grammatical relations and derivational morphology deals with the formation of new words in language; it contains two types of word patterns: verbal and nominal. In this study, it was assumed that roots are lexical entities that can facilitate lexical access to a large cluster of words that derive from them, whereas word patterns are not lexical entities and have no role in access to words assembled by them. The lexical representations of the main morphemic units were examined in four experiments using skilled readers applying masked priming technique tasks: lexical decision and naming. The results indicated that previous exposure to a word sharing the same word pattern had no marked facilitating effect on lexical decision or on naming. The main conclusion of this study on the morphology of Arabic is that roots and word patterns have no essential role in word organisation in the mental lexicon. In addition, words in nominal pattern in derivational morphology are represented in their whole shape in the mental lexicon and each word has an independent representation. 相似文献
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Felicitas Thiel Jasmin Tarkian Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2016,19(3):481-485